school models

A question of collaboration

and continuity

ACCORDING to the Consortium of All Through Schooling, working within an all-age institution may lead to:

• raised attainment in all Key Stages throughout the school(s) by reducing the performance dips that can occur when pupils transfer from one school to another

• improved teaching and learning by the sharing of expertise across phases and by offering increased opportunities for personalised learning

• enhanced opportunities for the recruitment, retention and deployment of all staff by offering greater opportunities for professional development and ability for schools to re-market themselves when facing difficult circumstances

• improved pastoral care for children in challenging circumstances by offering a ‘joined-up’ strategy for special and behavioural needs

• flexibility in areas such as curriculum design, delivery and school leadership/management – as planning is not broken up by phase boundaries

• improved continuity for multi-agency involvement across phases for pupils, carers and families, especially for full- service/extended schools and maintaining closer community links for longer

• the sharing of resources by connecting those previously separate or disparately spread and benefiting from economies of scale.

http://www.innovation-unit.co.uk/ images/stories/files/pdf/ allage_booklet2.pdf

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